Solar intelligence. The intelligence that makes it happen, has made it happen, and will continue to make it happen for quite some time. No intelligent life here is possible without it. Intelligence, by it’s very definition, matures, evolves, unfolds, and blossoms. Life in this world is entirely dependent on the sun. The evolution of solar intelligence through stages and phases of individuation is not a typical theme of modern education. And yet, it is very relevant to some of our most pressing questions such as who am I, what am I, where did I come from, where am I going? Solar intelligence has some answers. There ought be little doubt that all life on this planet is solar powered. Without the sun, there is no life. The evolution of species is solar powered. It is not random or chaotic. There is intelligence behind it all. And all are connected to that intelligence.
The sun is a fusion reactor, which requires intelligence to work well, and the sun works very well as an energy source. Just because modern human beings are not conscious of that intelligence does not mean it does not exist. It is actually visible all around the world, exhibited in the myriad of plants and animals, including the high animated human animal. The accomplishment of modern sciences are all based on an awareness, an investigation into, the inherent intelligence in all the various systems of life. Understanding that intelligence has allowed for the progressions of humanity through time, from the wheel to the space ship in transportation, grunts and groans to cell phones in communication, hacksaws to scalpels in medicine. Like any progression, however, there are ups and downs, forward movements, and backward steps. It is the nature of things, cycles, stages and phases.
The evolution of solar intelligence can be extra-ordinarily complicated. To get an idea of the vastness of the topic, take a look at the blog post about occult evolutionary theory. Even the term solar intelligence is ‘far out.’ Solar intelligence is the same as ‘soul.’ Soul is the same as Sol, which is the sun. The sun animates all life in the system, in the soul system. You do not have an individual soul no more than you have an individual sol or sun. All sentient beings in the sol system share the same sol, or soul, or sun. That soul evolves. A sun is born, matures, and dies, over a very long period of time, billions of years. Just as our personal intelligence emerges and develops through stages and phases, so it is with solar intelligence. The macrocosm is contained within the microcosm, ‘as above, so below.’ As such, it is possible to get glimpses of cosmic order and structure, cosmic intelligence, the macrocosm, from the microcosm. Even a cursory understanding of modern biology indicates a tremendous co-operation of systems within systems. That co-operation is based in intelligence, or Teleos.
One way to help explain the evolution of solar intelligence, aka, solar consciousness, through stages and phases of individuation is via the use of shapes. The initial spark of individuation can be represented as a dot, a point. The next stage is a line, followed by a triangle. The 4th stage of consciousness is represented by a square, and variants such as rectangle, parallelogram or trapezoid. At the fourth stage, we enter into the realms of polygons. The 5th stage is a pentagon, the 6th a hexagon, 7th heptagon, 8th octagon and 9th nonagon. From the 6th onward the trajectory is towards a circle, represented by 0. A shape with 24 sides has a name, icositetragon. A shape with 1000 sides is a myriagon. If you’d like to explore the many names of multi-sided shapes, visit the List of Polygons.
From an evolutionary standpoint, the circle is the ultimate goal, the end of individuation, the release from the confines of division and duality. The circle represents all-inclusive wholeness. Beyond the circle is ever expanding realms of wholeness. Solar consciousness is just the microcosm of the galaxy, which is a microcosm of the entire cosmic field, referred to as a circle, without a circumference. Where are you in the scheme of things? Think about it as the University of Life, with 9 colleges, each college having 9 schools, and each school having 9 classrooms, and each classroom having 9 lessons. Modern humanity is in the 4th college. The square, and its variants, are dominant. They are the building blocks for more advanced stages and phases. Our buildings, homes, offices, shopping centers, schools, are basically boxes. Our thinking is primarily contained in boxes. Our differences and division around opinions, beliefs, values, morals, ideologies, religions, politics and economics are largely due to them being boxed into mental compartments. Division and duality, ie, individuality, is a common, everyday experience. And yet, it is just a stage, in which are many phases, through the vast evolution of solar consciousness from a point to a circle, and beyond.
Ruminations on Solar Intelligence
/0 Comments/in Academic, Philsophical /by Ken FieldsSolar intelligence. The intelligence that makes it happen, has made it happen, and will continue to make it happen for quite some time. No intelligent life here is possible without it. Intelligence, by it’s very definition, matures, evolves, unfolds, and blossoms. Life in this world is entirely dependent on the sun. The evolution of solar intelligence through stages and phases of individuation is not a typical theme of modern education. And yet, it is very relevant to some of our most pressing questions such as who am I, what am I, where did I come from, where am I going? Solar intelligence has some answers. There ought be little doubt that all life on this planet is solar powered. Without the sun, there is no life. The evolution of species is solar powered. It is not random or chaotic. There is intelligence behind it all. And all are connected to that intelligence.
The sun is a fusion reactor, which requires intelligence to work well, and the sun works very well as an energy source. Just because modern human beings are not conscious of that intelligence does not mean it does not exist. It is actually visible all around the world, exhibited in the myriad of plants and animals, including the high animated human animal. The accomplishment of modern sciences are all based on an awareness, an investigation into, the inherent intelligence in all the various systems of life. Understanding that intelligence has allowed for the progressions of humanity through time, from the wheel to the space ship in transportation, grunts and groans to cell phones in communication, hacksaws to scalpels in medicine. Like any progression, however, there are ups and downs, forward movements, and backward steps. It is the nature of things, cycles, stages and phases.
The evolution of solar intelligence can be extra-ordinarily complicated. To get an idea of the vastness of the topic, take a look at the blog post about occult evolutionary theory. Even the term solar intelligence is ‘far out.’ Solar intelligence is the same as ‘soul.’ Soul is the same as Sol, which is the sun. The sun animates all life in the system, in the soul system. You do not have an individual soul no more than you have an individual sol or sun. All sentient beings in the sol system share the same sol, or soul, or sun. That soul evolves. A sun is born, matures, and dies, over a very long period of time, billions of years. Just as our personal intelligence emerges and develops through stages and phases, so it is with solar intelligence. The macrocosm is contained within the microcosm, ‘as above, so below.’ As such, it is possible to get glimpses of cosmic order and structure, cosmic intelligence, the macrocosm, from the microcosm. Even a cursory understanding of modern biology indicates a tremendous co-operation of systems within systems. That co-operation is based in intelligence, or Teleos.
One way to help explain the evolution of solar intelligence, aka, solar consciousness, through stages and phases of individuation is via the use of shapes. The initial spark of individuation can be represented as a dot, a point. The next stage is a line, followed by a triangle. The 4th stage of consciousness is represented by a square, and variants such as rectangle, parallelogram or trapezoid. At the fourth stage, we enter into the realms of polygons. The 5th stage is a pentagon, the 6th a hexagon, 7th heptagon, 8th octagon and 9th nonagon. From the 6th onward the trajectory is towards a circle, represented by 0. A shape with 24 sides has a name, icositetragon. A shape with 1000 sides is a myriagon. If you’d like to explore the many names of multi-sided shapes, visit the List of Polygons.
From an evolutionary standpoint, the circle is the ultimate goal, the end of individuation, the release from the confines of division and duality. The circle represents all-inclusive wholeness. Beyond the circle is ever expanding realms of wholeness. Solar consciousness is just the microcosm of the galaxy, which is a microcosm of the entire cosmic field, referred to as a circle, without a circumference. Where are you in the scheme of things? Think about it as the University of Life, with 9 colleges, each college having 9 schools, and each school having 9 classrooms, and each classroom having 9 lessons. Modern humanity is in the 4th college. The square, and its variants, are dominant. They are the building blocks for more advanced stages and phases. Our buildings, homes, offices, shopping centers, schools, are basically boxes. Our thinking is primarily contained in boxes. Our differences and division around opinions, beliefs, values, morals, ideologies, religions, politics and economics are largely due to them being boxed into mental compartments. Division and duality, ie, individuality, is a common, everyday experience. And yet, it is just a stage, in which are many phases, through the vast evolution of solar consciousness from a point to a circle, and beyond.
Ecological Negotiation
/0 Comments/in Uncategorized /by Ken FieldsThe 4 Agreements
/0 Comments/in Practical /by Ken FieldsIn the field of ‘self-help’ and ‘personal growth’ there are literally thousands of books one can read, hundreds of workshops one can attend. Although many may be quite good, there is also such a thing as TMI, Too Much Information. Some of the information can be contradictory; some may be misleading, some might be devoid of any substantial evidence, but sounds good. I rarely recommend books, but there are a few worth noting, one of which is The 4 Agreements, by Miguel Ruiz. Like many of the more useful tomes in this field, The 4 Agreements is not something made up by the author but, rather, is drawn from an established set of understandings going back thousands of years. If you are interested in reading a worthwhile book described as ‘a practical guide to personal freedom,’ consider The 4 Agreements by Don Miguel Ruiz.
Advice for Parents: Rapport
/0 Comments/in Practical /by Ken FieldsThere may be nothing more important in communication than rapport. This is especially true between parents and their adolescent children. Of course, rapport is important across the board, but adolescents are in particular need of adults and parents who can actually listen. Advice for parents: rapport.
Listening is one of the key ingredients in building and maintaining rapport. It’s not enough that a parent listens, however; the parent or adult must convey to the adolescent that they are being heard. This is accomplished through what is called “mirroring” and “paraphrasing.” Simply stated, these two words mean the listener not only repeats what is heard but also in the tone that it was said while at the same time trying to convey the feelings expressed. For example, let’s say a teenager says something like “you never listen to what I have to say, you don’t care about me at all.” A typical parental response might be “that’s not true, I do care about you and I do listen to you.” This is actually undermining the relationship by essentially telling the teenager they are lying. A much better response is “I hear you telling me that you think I never listen to you and that I don’t care about you.” The teenager will then respond by saying “ya, right” or they may adjust their statement. Either way, the parent has been supportive and has demonstrated they have heard what was said. Because the parent has only posed a statement, not a question or demand, there is actually no need for the teenager to respond; but, because of the ping-pong nature of communication, the teenager will respond.
Building rapport requires active listening; the listener needs to be sensitive to hearing words and phrases, tones and moods of the speaker which can then be repeated back to the speaker. This can be somewhat mechanical at first but with practice becomes flexible and fluid. It is an extremely effective method of communicating respect. It does not challenge the speaker, nor does it pose questions. It is merely a way of acknowledging what was said by the speaker. Yet, it paves the way for much more meaningful communication. Everyone wants to be heard. But few people know that they have been heard. By mirroring and paraphrasing, you let the speaker know you heard them.
Another example in the form of a transcript; the speaker is a teenager arguing with her mother about curfew
Teenager: I don’t think I should have to be home by 11pm; why can’t I come home at midnight?
Parent: I can hear that you are frustrated and that you want curfew to be midnight, not 11pm.
Teenager: right, so can I?
Parent: No, honey, not now; remember our agreement — we said on your 16th birthday curfew will be midnight on weekends. You only have to wait another few months.
Teenager: That’s so unfair! All my friends don’t have to come home until midnight!”
Parent: I know you think it’s unfair and I’m sorry you feel that way. You know, all your friends are already 16. That’s why they have a later curfew.
Teenager: Can’t we make an exception this one time?
Parent: I hear that you really want to stay out until midnight and that you’d like an exception this one time. But, that was not our agreement.
Teenager: I don’t believe it! You just don’t care about how I feel.
Parent: You think I don’t care about how you feel
Teenager: you don’t!
Parent: I don’t
Teenager: No!
Parent: No, you really think I don’t care about how you feel, right now. I hear you.
Teenager: Well, do you?
Parent: Care about how you feel? Of course I do
Teenager: Then why can’t I stay out till midnight?
Parent: You think that if I care about how you feel, I will let you stay out till midnight?
Teenager: Ya
Parent: I care about how you feel, honey, and you can stay out till midnight on weekends when you turn 16 as we agreed.
Teenager: ohhhh, all……right.
When practicing mirroring and paraphrasing, parents needs to be patient and keep their cool. Adolescents can get emotional, illogical and irrational. But, they’re teenagers, they have that prerogative. The parent is an adult and would, hopefully, act as one.
The Art of Asking Questions
/0 Comments/in Practical /by Ken FieldsIf information and knowledge is the currency of today’s marketplace, then asking questions is the means of accessing that currency, and the art of asking questions is the skill to do it well. Knowing how to ask what questions when is important in sales, management, teaching and parenting as well as learning in any field of study at any time. We ask so many questions daily that we take it for granted. But, there is art to asking questions.
There are two types of questions: open and closed. Closed questions are those that can be answered with one of three words: yes, no or, sometimes, maybe. For example: “Can you tell me the time?” Is actually a closed question because the response only calls for a simple yes or no. More often than not, people will assume the person actually wants to know the time, not just if the person is able to tell them the time. “Are you feeling OK?” is a closed question because, again, a simple yes or no is an adequate response even though the person asking the question may really want more information. Sometimes a closed question is very strategic and a precursor for more questions. For example, an attorney dealing with a hostile witness might begin questioning with a closed question: “I’d like to ask you some questions, is that OK with you?” or “Would you be willing to answer some questions I need to ask you?” In both cases a yes or no is adequate. Moreover, such questions suggest respect as they are asking permission to ask questions. A doctor may ask closed questions to help make a diagnosis. “Do you feel pain in your stomach?” or “Do you feel tired most of the day?” only require a yes or no response. By asking a series of closed questions, a doctor may be able to gather enough information to rule out a variety of diagnosis and discover the problem.
Open questions require more than a simple yes or no (or maybe) answer. They require some elaboration. And, generally, the elaboration is not nearly enough so another open question is asked – and then another. Open questions can be like “the third degree” and are sometimes referred to as interrogative questions. An example of an open question is “how are you feeling today?” A yes or no response doesn’t make sense. Of course, the most common response is “OK” which is pretty meaningless. So, if a person is really interested, they would need to ask another open ended question like “What exactly are you feeling?”
Open ended questions are used extensively in sales and negotiation to help remove objections or obstacles. For example, if a sales person hears the prospective buyer state that it costs too much, the sales person might ask “what specific features does this product need to have so you think the price is fair?” A negotiator might ask one or both parties involved in negotiation “what needs to happen in this negotiation so that you are both satisfied?” These kinds of questions are often not easy to answer and require some thought. Leaders too need to use questions wisely. Asking a subordinate a question in the right way can make the difference between allegiance and sabotage. Parents can benefit from using open ended questions with their children, particularly adolescents. A parent might ask “how can I help” or “what do you need” when inquiring about their child’s poor grades. Although those questions might only get an “I don’t know” response, that in itself is a clue and may actually be true. In such cases, a good question to ask is “can you take a guess?” That, actually, is a closed question requiring only a yes or no response. But, more often than not, a person will take it to the next step and might actually guess at an answer. The irony is that it’s not really a guess but couched in that framework makes it safer to say what they are really thinking.
Take some time and listen to the questions people ask. Listen at work, at the market, at the bank, at home…Wherever you are able to listen to others, try and pick out the open and closed questions. Then, become aware of the questions you ask and begin to use the power of asking open and closed questions more consciously and more concisely.